Learning

USAID has made significant progress in establishing an approach to linking country-level learning assessments to global proficiency expectations so countries can set appropriate targets for achieving outcomes in early grade literacy and math.

The USAID Center for Education has developed six guidelines in the Good Practice Brief on Engaging Non-State Schools to inform agency stakeholders on incorporating non-state schools.

Higher education institutions must continually adapt to mitigate the impacts of the COVID-19 pandemic. These three case studies show how three universities served as central actors in crisis response and in locally-led development.

The USAID Data and Evidence for Education Programs (DEEP) team recently worked with DDI/EDU to develop a series of education data briefs, covering disability-inclusive education, foundational skills, higher education, and youth workforce development.

Here are some examples from Cambodia, Kenya, Rwanda, and Tajikistan that show how good practices in the provision of accessible learning materials are being put into practice during COVID-19.

Education content in 2020 focused on how the COVID-19 pandemic affected students across the world. Here are the top resources, blogs, and events USAID released this past year.

A literature review found that children with disabilities are less likely to get to school and, even when they do attend, less likely to stay in school. Learn more notable findings from the literature review in this blog post.

In the DRC, ACCELERE!1 (A!1), a USAID and UKAID funded project implemented by Chemonics, has launched “Lecture pour la vie,” a local language interactive audio instruction radio pilot program in response to COVID-19 school closures.